Tag: secondary

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Hearing vs. Listening

You finish teaching a lesson and give instructions for the assignment. As usual, you ask if anyone has any questions, and you are met with radio silence. But because you’re a teacher, you know better than to believe that everyone in the class knows exactly what to do. You’ve learned that there are always questions– sometimes it’s because a student is too shy to ask in front of the whole class, and sometimes (or maybe most often), it’s because a student was not listening. They might have heard you talking, but they weren’t really truly paying attention. Repeating instructions 32 times gets exhausting! 

Students often think that hearing is the same thing as listening, when in reality, they are two different things. We hear a lot of things throughout our day. We hear people talking, noisy halls, bells ringing, music playing, and so on. But until we actively hear, we generally don’t truly register what our ears are taking in. Actively hearing – or listening – requires our minds to focus on what is being said or heard so that our brain can make sense of it and understand it. We make a conscious choice to take in the noises and turn it into something more concrete. 

In our classrooms, we can implement different strategies to help our students learn to listen rather than just hear. 

  •  After giving instructions, pick 2-3 students in the room, and call on each one individually and have them tell the class what the instructions were. Knowing they might be called on encourages them to listen more intently so that they can give an accurate answer.
  • Before students begin to work, ask them to turn to a neighbor and retell what the instructions were. They can help each other remember what is to be done. This also encourages students to effectively communicate with each other.
  • Write instructions on the board or display them through the projector– then if they weren’t listening, you don’t have to answer the same question several times, as they will have the instructions right in front of them. 
  • As you give instructions, have them write down the instructions on their own paper. Writing things down helps to create a connection between what is written and remembered. 

While it can be frustrating to have students not listen, it can be a great teaching opportunity, and there are strategies that can help students retrain their minds to be more active listeners. Not only is it a valuable skill to have within the classroom, students can learn that being an active listener is an excellent life skill to have in all areas of life– work, relationships, school, recreational time, and so on. Hearing is good, but listening is great.

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Question of the Day

As teachers, we try to make our classrooms an inviting place to be. We want our students to be excited about learning, and to be engaged in the content we are teaching. We want them to look forward to coming to school. But the reality is that not all of our students will be excited about school. Even still, we must give our best effort to make school as appealing as possible. We can do this through a myriad of ways. Rather than immediately jumping into the lesson for the day, teachers can take a few minutes at the start of class to warm students up and get them ready to learn.

One way to warm up students at the beginning of each class is through simple journal prompts. You don’t have to be a language arts teacher to incorporate journal writing into your curriculum– it can be used in any content area! Giving students a “question of the day” can help them get their minds ready to learn, focus, and participate. The question doesn’t even have to do with the content; it can be a silly, funny, or random question. Regardless of the kind of question it is, giving students a fun way to begin class can help ease them into learning and get them ready to focus. 

You can even go beyond just having them write by having them share their answers with a neighbor, then have a few students share with the class. This can be a fun way for everyone to think about the question in different ways, which encourages critical thinking. It also gets students talking to each other, helping foster class communication and relationships.

Thinking of a question to ask every day can sometimes feel a bit daunting. In case you need some question ideas, I’ve compiled a list for you! You can download the list and print a copy to keep in your files, ready to be used any time you need a question suggestion.

**This download is for personal or classroom use only. Do not sell, repost, or claim as your own.**

Question of the Day-2Download

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What I Wish You Knew… Teacher Edition

Unless you have been a teacher yourself, it is difficult to truly understand just how much teachers do behind the scenes– the long hours spent planning, grading, and creating, showing up to teach when you don’t feel well, or even the time spent outside of school worrying about their students. Teachers put in so much time and effort, and rarely get the acknowledgement they deserve. 

I asked some teachers to share what they wished parents knew, how parents have supported them, and what support they wish parents would give, and thought I’d share what they had to say!

What are some things you wish parents/guardians knew about you, your job, and/or your efforts?

  • I wish parents knew how many countless hours teachers spend outside of their contract hours. I wish parents knew the time and preparation that goes into setting up a classroom, planning lessons, and preparing for parent teacher conferences. I wish parents knew that I love their kid even when they are difficult. I wish parents knew the sacrifices we make away from our own kids and family to teach theirs. I wish parents knew that we really can tell if they are supporting their child’s education at home. I wish parents knew how many different hats we are expected to wear in one day. I wish parents knew the levels of disrespect happening at such a young age. I wish parents knew how much their child’s behavior affects others. I wish parents knew that we really are just trying to do our best and we are still humans with families and a life outside of the classroom.
  • I wish parents knew that teachers are not the enemy. We want your child to succeed, but when you don’t hold them accountable at home and don’t treat their education or the school’s time as valuable, your child sees it and develops the same impression. How you treat their teachers and education models how they feel about school.
  • How much screen time at home impacts student learning at school!
  • That we really are trying to do what’s best.

What are some ways parents/guardians have supported you in your classroom and teaching?

  • Asking if they could volunteer or asking how they could help, sending supplies, responding to emails or phone calls in a timely manner, giving feedback when I’ve asked for it and having open communication in general. If they know their child will be gone, help the student approach me so they learn those skills, but also help facilitate and follow through with me too. Your child is just that, a child. They need parents and teachers to work together.
  • I have had such amazing parents who have supported me in so many ways. Honestly, my favorite is just when parents are involved and paying attention to what’s going on at school.
  • Be involved. Sign up for things that the teacher puts out there. Come to parent teacher conferences. A simple thank you goes such a long ways.
  • Volunteering on field trips/class parties, donating supplies, working with their children at home on math & reading.
  • Parents have supported me by helping their child succeed at home which transfers to the classroom.

What are some ways you wish parents/guardians would offer/provide more support to you?

  • Ask their student to try and resolve the issue, whatever it may be, with the teacher first. If they need help, by all means… assist, but don’t do everything for them. Even if it’s an email to the teacher letting them know the situation and that you’re hoping the child approaches you. Model good relationships and communication between two adults.
  • Read the emails, be involved with your child’s learning, come to parent teacher conferences. Be patient with us. Teach your children respect and have that be the bare minimum expectation.
  • Continue to support their child by encouraging or setting up home routines that check their grades to keep them accountable and responsible and completing daily reading at home.
  • Making sure their child isn’t chronically absent, encouraging their child to read at home.
  • Pay attention and be involved.

Teachers cannot do it alone! Parent support is absolutely crucial for student success. Parent support is incredibly helpful to teachers, too. Not all parents have the time or resources to be in the classroom volunteering, but all parents can take a few minutes to read emails or papers sent home, as well as to be aware of what is happening at and with school. 


At the end of the day, parents and teachers both want the same thing– for students to succeed and be good people. Working together to achieve this is so much more effective than putting the responsibility all on one party. After all, team work makes the dream work!

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Book Summaries, But Make Them Relatable

Have you ever read a book so good you couldn’t put it down? You devoured the story line, related with the characters, and could imagine the whole plot in your mind- it was SO good. Then, a week after you finished it, your friend asks you what your favorite part of the book was or what it was about, and you are completely stumped. For the life of you, you cannot remember any details– just a simple plot summary. 

I know I can’t be the only one who has had this kind of thing happen to them. I think that this happens to us as adults because of a few reasons: we’re reading through material fairly quickly, which doesn’t give our brains enough time to fully process and store what we read, we have so many other things competing for mental storage space as adults that the details of a story often get pushed out, or maybe our reading is interrupted. Perhaps one of the biggest reasons this happens is that we subconsciously know we aren’t being tested or graded on what we read like we were when we were in school, so our brains kind of filter out the smaller details, without any real effort from us. When there are higher stakes, we tend to focus on something more intently, and therefore remember more about it. In school, we often ask students to write down things about their reading– because we know it will help them retain information better. 

Giving them an assignment associated with the reading makes them accountable and will help encourage more active reading. But just taking notes on a story sounds kind of boring, if I’m being honest. If we make it relatable and/or engaging, students are more likely to remember and make sense of what they read– and they are more likely to want to participate in the assignment. When students write down information, it creates a mental connection, which helps to cement information in their minds.

I’ve created two different worksheets you can print off and use. Each worksheet uniquely asks students to recall information from their reading, and does so in an engaging way. Feel free to print them off and use them with your classes. Both worksheets would be most effective for students in upper elementary grades or students in middle/junior high.

**Downloads are intended for classroom or personal use only. They are not to be sold, reposted, or claimed as your own.**

Plot SquaresDownload
Character Text ThreadDownload
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Walking Report Cards

My kids’ school had their final Parent-Teacher Conferences of the year last night. It’s wild to think that we are getting so close to the end of the school year! Last night’s conferences were different from the others we’ve attended this year. Typically, we sign up for a time slot to sit down and talk with each teacher for 10-15 minutes. Those are great, and I love hearing about the progress my children are making and talking with their teachers. 

Last night, however, they did what is called a “Walking Report Card” where the kids were in charge of the night. The teacher provided a set of instructions, then, using a checklist provided by the teacher, the students were expected to take over from there. Each teacher had set up four or five different stations, which we rotated through at our own pace and in the order we chose. Each station focused on a different area of study: science, math, reading, writing, and/or social studies. 

Rather than the teacher going over some of our kids’ work, our kids got the chance to show us what they have been learning about. We were able to see their progress in action! It was such a cool opportunity for the kids to take control of the conference. They felt so empowered and important while they took us through the rotations. Additionally, they took so much pride and ownership in their work as they showed us what they could do. 

It was a nice break for the teachers, too, since they could casually roam the room and answer any questions parents had for them rather than sit at their desk all night. They still had to prepare for the night by collecting work samples to send home with parents, as well as to set up the stations, but the conferences themselves were much more relaxed. 

The stations looked different for each grade, but they all had the same goal: to let the students show what they know. A math station might ask students to complete a couple of equations, draw out an array for a multiplication problem, use a candy bracelet to show their knowledge of fractions, or complete a word problem. Science stations could include activities like demonstrating how magnets work, drawing how a sound wave travels between two objects, labeling the parts of a plant, and so forth. For a reading station, teachers might have students read a passage then summarize what they read, do a timed reading to see how many words they could read in a minute, or reading a short story they had written. For writing, my third grader showed us how he could neatly write a sentence in cursive. My fourth grader read me a passage he had written about the Boston Tea Party. My kindergartener got to show us how he can write the correct word to match a picture. 

There were so many different ways for students to demonstrate their learning, and it was so neat to see first hand what my kids are learning about and doing at school. They did take a little longer than traditional conferences, but the outcome was worth the extra time, and the pride each student felt during and after was priceless!

Does your school do walking report cards?

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Dystopian Novels: A Twisted Take on Reality

Teenagers typically either love to read or really don’t like it at all. A few will tolerate it. For the ones who really don’t enjoy reading all that much, it can sometimes be a struggle to find something that they will enjoy reading, and that will hold their attention for longer than a chapter. Finding a genre that they like can also be tricky. Thankfully, there are a multitude of genre and book options for today’s teens to pick from. One of the most popular genres among today’s youth is dystopian literature– stories that depict societies under terrifying, warped, or otherwise abnormal circumstances. Characters are typically victims of dehumanization, extreme control, and/or nightmarish environmental disasters. 

Main characters in dystopian novels are typically normal teenagers who must face abnormal circumstances. Today’s teens are drawn to that struggle. Dystopian literature has made a recent surge in popularity, providing teens with many options of books to read. Below are a few of my favorites– feel free to share them with students who need a good book to read!

Divergent by Veronica Roth

Divergent is book 1 in a series of books set in a futuristic Chicago, in a society that is divided into five factions. Each faction specializes in certain talents, abilities, or aptitudes. The series follows Beatrice Prior (Tris) as she finds out that she doesn’t fit into any of the factions, and is then labeled as “divergent”. Having a label like this is a dangerous secret. Tris discovers a plan to overthrow the government, leading to self-discovery, a little romance, and a whole lot of rebellion.

  • Recommended for ages 12+

Unwind by Neal Shusterman

Shusterman explores a darker side of dystopian literature in this series of phenomenal books. The story is set in a futuristic America where parents can choose to have their children “unwound” between the ages of 13 and 18. Unwinding essentially means that their bodies are taken apart, piece by piece, with the parts/organs then being used for transplants, all while the teens are still conscious, and was instituted as a way to get around abortion. The series follows Connor, Risa, and Lev as they attempt to run from being unwound, risking their lives and freedom to fight for their right to live.

  • Recommended for ages 14+, as there are some graphic scenes and darker issues addressed.

The Hunger Games by Suzanne Collins

Katniss Everdeen is a teen in the city of Panem, a city that requires teenagers to be part of a “reaping” that selects teens to fight to the death. When Katniss’s little sister is chosen in the reaping, Katniss volunteers as tribute and takes her sister’s place. She must then enter the Arena where she will fight against 11 other tributes, hoping to come out the winner. The series explores humanity, survival, and standing up for what is right against a cruel government.

  • Recommended for ages 12+

The Giver by Lois Lowry

Jonas was born into a society that believes that individuality is wrong, pain and suffering are not allowed, love does not exist, memories of the past are to be held by only one person– the Receiver, and citizens cannot choose or think for themselves. When children become an eleven, they are given a job that they will have for the remainder of their lives. Jonas is chosen to be the new Receiver, meaning he will be the one to hold all memories from the past– memories of pain, war, color, sadness, weather, and so on. As he receives these memories, his eyes are opened and he realizes just how wrong his society is. He must decide if he will continue his training or attempt to escape and find a normal life.

  • Recommended for ages 11+

Fahrenheit 451 by Ray Bradbury

Guy Montag is a firefighter, and is one of several who have been tasked with collecting and burning books. Fearing citizens will become too knowledgeable, the government bans all books and requires that they all be burned. Guy begins to see through their plan and starts to question his role in the destruction of books. This story is set in a futuristic America and explores topics like censorship, conformity, and the problems that can come from a society that heavily relies on media. 


  • Recommended for ages 15+

The Maze Runner by James Dashner

In the first book of the series, The Maze Runner follows Thomas, a teenager who finds himself in a tricky spot. Thomas wakes up trapped in a giant maze, with no memory of how he got there. He and several other teens must find their way out of this maze. But it’s no ordinary maze– it’s constantly changing, is filled with dangerous creatures called Grievers, and is constantly monitored by a shady group called WICKED. Thomas and the others must find a way to survive, escape, and uncover the truth about the powers that be.

  • Recommended for ages 12+

I know I didn’t cover all of the popular dystopian books out there; I’d be writing for days if I did that! There are so many good dystopian books available for teens (and adults), and there’s no way I could possibly even begin to highlight all of them. Dystopian novels are fun to read and offer many opportunities for deep thinking and reflection, often bringing up issues that our own societies face today. If you’ve got a student or two looking for a new book to read, have them give one of these a try– they just may find a new genre or book they love!

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Scholarship Cover Letters: Some Tips and Tricks

My niece is a junior in high school, and is already starting to look into scholarship opportunities, college applications, and so on. A few days ago, she asked me if I could help her with scholarship cover letters. I jumped at the chance to help her. She wasn’t sure where to even start, so we set out to create a basic outline that she could use as she moves forward with applications. 

It got me thinking, though: how many other college-bound high school students are in her same boat? How many of these bright young people want to apply for scholarships, but don’t know where to start or how to format such a letter? I’m sure there are enough in this position that it would be helpful if English teachers could include in their curriculum a short unit teaching students how to properly write a scholarship cover letter. It wouldn’t need to take up too many class periods, but it would be very helpful to those needing the assistance. 

While I can’t be in every English classroom teaching this, I can write about it on the Internet for all to have access to! Each scholarship application will be different, and not all will require a cover letter. Additionally, not all that do require a cover letter will require the same content. Be sure to carefully read over the requirements for each scholarship as you begin the application process. 

That being said, a general outline could look something like this:

Your name, address, and contact information

Name, address, and contact information for the scholarship committee

Date

Dear Scholarship Board (or name of a specific person if it is listed),

Gratitude for the opportunity to apply

I appreciate the opportunity to apply for the ___________________ scholarship. I am interested in this scholarship because __________________________.

What qualifies you for this scholarship? What sets you apart from other applicants?

  • This will vary depending on the kind of scholarship you are applying for.
  • Academic scholarships: highlight your academic achievements, grades, awards, GPA, and so on.
  • Athletic scholarships: showcase your athletic abilities, awards, records set, and so on. 
  • Specific niche scholarships: identify what specifically you offer in regards to the kind of scholarship you are applying for. 

Why would this scholarship benefit you?

  • Will this ease the financial burden that paying for college can be?
  • Will this allow you to focus more on your studies rather than worrying about how to pay for school?
  • Will these funds allow you to pursue a degree in a meaningful and impactful field?

Closing

  • Re-express your gratitude for the chance to apply.
  • Express that you are looking forward to hearing from the committee soon.

Best Regards,

Your Name

A scholarship cover letter doesn’t need to be super fancy, and it doesn’t need to go into every single detail telling about how you qualify for the scholarship, but it should be well written, well thought out, and clear and concise. You want to make a good impression with your cover letter, as that is usually the first thing the committee will see when reviewing your application. Take your time, think it out, and don’t be afraid to ask for help!